排序方式： 共有16条查询结果，搜索用时 31 毫秒
1.
Lasisi Ajayi 《The Educational forum》2017,81(1):52-67
This study investigates preservice teachers' perspectives on their preparation to use social justice teaching in rural schools, how they implemented the concept in their classrooms, and the challenges they faced. The findings suggest that even though coursework may have prepared the participants to integrate social justice principles and practices into teaching, participants faced significant institutional factors that constrained their efforts to integrate culturally relevant practices in their teaching. 相似文献
2.
Stephen O. Ajayi 《Africa Education Review》2019,16(2):1-15
Four theoretical frameworks were used to explore causations of turnover amongst high school teachers in Nigeria: (1) teachers’ personal health, (2) work–family life, (3) job satisfaction, and (4) actual turnover intention. Quantitative data were obtained from 925 public high school teachers in Ogun State, South-Western Nigeria. Cronbach's Alpha reliability procedure, regression modelling and t-test were used to analyse a total of 96 causations of turnover. Ad hoc analysis returned an Alpha value of 0.78. However, this improved to 0.93 when the causation factors were reduced to 64 – those with highest item-rest and itemtotal correlations. The findings showed that job (dis)satisfaction, personal health and work– family life conflict are prominent amongst the issues that trigger the intention of Nigerian high school teachers to quit their jobs voluntarily. Insights from the findings will help funding administrators in prioritising strategic decisions around mitigating turnover. 相似文献
3.
Lasisi Ajayi 《Educational Research for Policy and Practice》2014,13(3):251-268
In this article, I argue for the need to improve teacher preparation (TP) courses for elementary education student teachers to teach English-language arts (ELA). In particular, these TP programs need to support student teachers in delivering culturally responsive pedagogy within rural classrooms. Twenty-three student teachers participated in this research, which was aimed at investigating effective teaching pedagogy both within a place-based TP course and within teaching experiences within a rural border county. The student teachers took a course in literacy methods for 16 weeks, taught ELA in elementary schools using specific methods, and participated in videotaped collaborative reflections. Data collection for the study involved the student teachers’ responses to reflective questions, field notes, and evaluative essays. The findings suggested that providing student teachers with project-based, cooperative, inquiry-based activities, as well as opportunities for collaborative reflection during their university classes provided a learning context for the student teachers that connected ELA instruction to the economic situations of the rural communities. In addition, the findings indicated that the activities prepared the student teachers to develop the skills to relate instruction to people, culture, and social practices of rural the communities, value pupils’ local knowledge and community resources, and learn from diverse perspectives and experiences of their peers. 相似文献
4.
Y. Ajayi‐Dopemu 《Learning, Media and Technology》1982,8(3):203-209
Educational visual aids and illustrations in African institutions are mostly imported from overseas, and the few local productions tend to be Western‐orientated in style. However, research on the technical and design elements of visual aids, their cultural implications and socio‐economic factors all point to considerable differences of perception and interpretation of visuals between African and Western students. The paper discusses these differences and considers their implications to designers and producers of learning materials for African students. 相似文献
5.
Y. Ajayi‐Dopemu 《Learning, Media and Technology》1985,11(2):115-121
In highlighting the nature of educational television in Nigeria, the author traces the development of television in Nigeria, discusses aspects of instructional and educational television and looks at their importance in Nigerian education and national development. Some of the educational programmes broadcast on Nigerian television are described and the major problems facing the television industry are discussed. The author proposes some recommendations for solving those problems. 相似文献
6.
This study investigated whether videotape‐mediated instruction has any effect on the learning of the principles of audiovisual instruction, and on the development of practical skills. A total of 100 students were used as the sample population, 50 students (control group) receiving lectures on the selected concepts and the other 50 (experimental group) receiving both videotaped and lecture‐based instruction. Results indicated that the experimental group gained more, in general, than did the control group. 相似文献
7.
Lasisi Ajayi 《The Urban Review》2012,44(1):60-89
The purpose of this study was to investigate how Hispanic ESL/literacy learners used their socio-historical experiences and
multimodal resources to mediate interpretation and representation of Cinderella. Eighteen third-grade pupils “read” the video and re-created their understandings in pictures and sentences. The findings
suggest that (a) Cinderella should be studied in ESL/literacy curricula as an object of social knowledge and critical analysis, (b) ESL/literacy teachers
can use the self-reflective approach to facilitate a critical interpretation of popular cultural texts, and (c) reconceptualizing
elementary ESL/literacy classrooms as semiotic spaces allows pupils to interpret videos with a wide range of multimodal resources,
and in the process, become consumers and producers of systems of communications. 相似文献
8.
Antibacterial potency of methanol extracts of three green lower plants, Pneumatopteris afra, Platycerium bifurcatum and Nephrolepsis bisserata was determined using agar dilution method on clinical strains of Escherichia coli, Staphylococcus aureus, Klebsiella spp. and Salmomelia typhi. Antibacterial activities were observed at concentrations of 12.5, 25.0, 50.0 and 100.0 μg/ml. Their minimum inhibitory concentrations ranged from 12.5~100 μg/ml. Extracts of P. afra and P. bifurcatum were most active. Antibacterial activities observed with N. bisserata were less pronounced with no detectable activity at extract con-centrations of 12.5 and 25.0 μg/ml. E. coli, together with S. aureus appeared to be the most susceptible of the test bacteria while Klebsiella spp. was least sensitive. The significance of our findings is discussed. 相似文献
9.
Lasisi Ajayi 《The Urban Review》2011,43(5):654-680
English-as-a-second language (ESL) teachers’ sociocultural identities and teacher role identities are posited to be deeply
rooted in their personal histories. Yet, this being the case, how ESL teachers interpret, negotiate and construct their identities
in the pedagogical process remains underexplored. This study is an exploration of the influences of teachers’ social, linguistic,
cultural, and educational backgrounds on the conception of their roles as ESL educators. Fifty-seven teachers from inner-city
high schools in Los Angeles responded to a questionnaire and interviews and provided self-written perspectives on how their
personal histories mediated their pedagogical practices. Results indicated that the ESL teachers’ sociocultural identities
significantly shape their pedagogical practices. The implications of the findings are discussed. 相似文献
10.
Lasisi Ajayi 《The Urban Review》2011,43(3):396-413
Disney videos are used across the US as important materials for teaching language arts and literacy in elementary schools.
However, how pupils make meaning of the videos has not been sufficiently investigated in educational research. Twenty-five
third-grade pupils were taught comprehension skills using Sleeping Beauty. The students created their understanding in visual images. Their drawings and explanations were analyzed using a social
semiotic theory. The findings indicated that the students’ interpretations of Sleeping Beauty were not a decontextualized practice; rather, they used the specificity of their gender, social-cultural experiences and
available multimodal resources at their disposal to construct interpretations of the video. The implications of the findings
were discussed. 相似文献